Spanning the entire child developmental period, Language Disorders from Infancy Through Adolescence, 6th Edition is the go-to text for learning evidence-based methods for assessing childhood language disorders and providing scientifically based treatment. The most comprehensive title available on childhood language disorders, it uses a descriptive-developmental approach to present basic concepts and vocabulary, an overview of key issues and controversies, the scope of communicative difficulties that make up child language disorders, and information on how language pathologists approach the assessment and intervention processes. This edition also features significant updates in research, trends, neurodiversity, cultural diversity, and best practices. An eBook, included with print purchase, provides access to all the text, figures, references, and bonus video clips, with the ability to search, customize content, make notes and highlights, and have content read aloud.
1. Introduction - p. 1 2. 1. Models of Developmental Language Disorders - p. 2 3. 2. Evaluation and Assessment - p. 25 4. 3. Principles of Intervention - p. 64 5. 4. Special Considerations for Special Populations - p. 103 6. 5. Developmental Language Disorders in a Pluralistic Society - p. 144 7. Section 2. From Birth to Brown’s Stage V - p. 169.e4 8. Introduction - p. 170 9. 6. Assessment and Intervention in the Prelinguistic Period - p. 171 10. 7. Assessment and Intervention for Emerging Language - p. 200 11. ISSUES IN EARLY ASSESSMENT AND INTERVENTION - p. 201 12. Communicative Skills in Normally Speaking Toddlers - p. 204 13. Assessment of Communicative Skills in Children With Emerging Language - p. 205 14. DIAGNOSIS IN EARLY ASSESSMENT - p. 224 15. FROM ASSESSMENT TO INTERVENTION - p. 225 16. PRODUCTS, PROCEDURES, AND CONTEXTS OF INTERVENTION FOR CHILDREN WITH EMERGING LANGUAGE - p. 227 17. TODDLERS WITH AUTISM SPECTRUM DISORDER - p. 236 18. CONSIDERATIONS FOR OLDER CLIENTS IN THE EMERGING LANGUAGE STAGE - p. 239 19. CONCLUSIONS - p. 246 20. APPENDIX 7.1 General Communication Assessments for Children Younger Than 3 Years Old - p. 248 21. APPENDIX 7.2 Analyses of Transcript in Box 7.3 - p. 248 22. SEMANTIC RELATIONS EXPRESSED IN MULTIWORD UTTERANCES - p. 248 23. PROPORTION OF MULTIWORD UTTERANCES IN “OTHER” CATEGORY - p. 248 24. PROPORTION OF COMBINATIONS WITH VERBS - p. 248 25. 8. Assessment of Developing Language - p. 250 26. 9. Intervention for Developing Language - p. 290 27. Intervention Policy Issues at the Developing Language Level - p. 291 28. Intervention for Developing Language: Products, Processes, and Contexts - p. 292 29. Intervention Contexts for Children With Developing Language - p. 316 30. Intervention for Older Clients at the Developing Language Level With Severe Impairment and Autism Spectrum Disorder - p. 324 31. Conclusions - p. 333 32. Section 3. Working With Language Learning Disabilities - p. 335.e11 33. Introduction - p. 336 34. 10. Language, Reading, and Learning in School: What the Speech-Language Pathologist Needs to Know - p. 337 35. 11. Assessing Students’ Language for Learning - p. 360 36. Child and Family in the Assessment Process - p. 361 37. Identifying Students for Communication Assessment - p. 361 38. Evaluation for Special Educational Needs - p. 365 39. Considerations for Older, Severely Affected Students at the Language for Learning Stage - p. 398 40. Considerations for Autistic Students at the Language for Learning Stage - p. 400 41. Conclusions - p. 401 42. 12. Intervening at the Language-for-Learning Period - p. 404 43. PLANNING INTERVENTION IN THE LANGUAGE FOR LEARNING STAGE - p. 405 44. INTERVENTION PRODUCTS IN THE LANGUAGE FOR LEARNING PERIOD - p. 410 45. INTERVENTION PROCESSES IN THE LANGUAGE FOR LEARNING PERIOD - p. 414 46. MTSS Tiers of Support - p. 414 47. CONTEXTS OF INTERVENTION - p. 450 48. CONSIDERATIONS FOR OLDER STUDENTS WITH MODERATE TO SEVERE DISABILITIES OR AUTISM - p. 457 49. CONCLUSIONS - p. 462 50. Appendix 12.1 - p. 463 51. 13. Assessing Advanced Language - p. 465 52. LANGUAGE DEVELOPMENT IN ADOLESCENCE - p. 466 53. STUDENT-CENTERED ASSESSMENT - p. 469 54. SCREENING, CASE FINDING, AND ESTABLISHING ELIGIBILITY WITH STANDARDIZED TESTS IN THE ADVANCED LANGUAGE STAGE - p. 470 55. CRITERION-REFERENCED ASSESSMENT AND BEHAVIORAL OBSERVATION IN THE ADVANCED LANGUAGE STAGE - p. 471 56. ASSESSING FUNCTIONAL COMMUNICATION IN STUDENTS WITH SEVERE DISABILITIES TRANSITIONING FROM SCHOOL - p. 497 57. CONCLUSIONS - p. 501 58. Appendix 13.1 A Sample of Language-Screening Instruments, Grades 6 Through 12 - p. 502 59. Appendix 13.2 A Sample of Language Assessment Tools, Grades 6 Through 12 - p. 502 60. Appendix 13.3 - p. 502 61. Appendix 13.4 - p. 502 62. Appendix 13.5 - p. 502 63. Appendix 13.6 Cohesion and Literary-Language Analysis of Charlie’s Written Sample in Figure 13.2 - p. 502 64. Appendix 13.7 Narrative Rubric - p. 502 65. Appendix 13.8 Developmental Rubric—Expository Writing - p. 502 66. Appendix 13.9 Developmental Rubric—Persuasive Writing - p. 502 67. Appendix 13.10 6 + 1 Trait Writing: Scoring Continuum - p. 502 68. Appendix 13.11 Analysis of Crystal’s Writing Sample (Figure 13.7) - p. 502 69. Appendix 13.12 Transition Planning Summary - p. 502 70. 14. Intervention for Advanced Language - p. 504 71. ISSUES IN INTERVENTION AT THE ADVANCED LANGUAGE STAGE - p. 504 72. PRODUCTS OF INTERVENTION IN THE ADVANCED LANGUAGE STAGE - p. 507 73. PROCESSES OF INTERVENTION IN THE ADVANCED LANGUAGE STAGE - p. 507 74. CONTEXTS OF INTERVENTION IN THE ADVANCED LANGUAGE STAGE - p. 540 75. SPECIAL CONSIDERATIONS FOR STUDENTS WITH AUTISM - p. 545 76. TRANSITIONAL INTERVENTION PLANNING - p. 545 77. CONCLUSIONS - p. 548 78. Appendix 14.1 Example of an Individualized Transition Plan Summary Form - p. 549 79. Bibliography - p. 551 80. SUBJECT INDEX - p. 636 81. NAME INDEX - p. 656 82. IBC - p. 671
Spanning the entire child developmental period, Language Disorders from Infancy Through Adolescence, 6th Edition is the go-to text for learning evidence-based methods for assessing childhood language disorders and providing scientifically based treatment. The most comprehensive title available on childhood language disorders, it uses a descriptive-developmental approach to present basic concepts and vocabulary, an overview of key issues and controversies, the scope of communicative difficulties that make up child language disorders, and information on how language pathologists approach the assessment and intervention processes. This edition also features significant updates in research, trends, neurodiversity, cultural diversity, and best practices. An eBook, included with print purchase, provides access to all the text, figures, references, and bonus video clips, with the ability to search, customize content, make notes and highlights, and have content read aloud.
1. Introduction - p. 1 2. 1. Models of Developmental Language Disorders - p. 2 3. 2. Evaluation and Assessment - p. 25 4. 3. Principles of Intervention - p. 64 5. 4. Special Considerations for Special Populations - p. 103 6. 5. Developmental Language Disorders in a Pluralistic Society - p. 144 7. Section 2. From Birth to Brown’s Stage V - p. 169.e4 8. Introduction - p. 170 9. 6. Assessment and Intervention in the Prelinguistic Period - p. 171 10. 7. Assessment and Intervention for Emerging Language - p. 200 11. ISSUES IN EARLY ASSESSMENT AND INTERVENTION - p. 201 12. Communicative Skills in Normally Speaking Toddlers - p. 204 13. Assessment of Communicative Skills in Children With Emerging Language - p. 205 14. DIAGNOSIS IN EARLY ASSESSMENT - p. 224 15. FROM ASSESSMENT TO INTERVENTION - p. 225 16. PRODUCTS, PROCEDURES, AND CONTEXTS OF INTERVENTION FOR CHILDREN WITH EMERGING LANGUAGE - p. 227 17. TODDLERS WITH AUTISM SPECTRUM DISORDER - p. 236 18. CONSIDERATIONS FOR OLDER CLIENTS IN THE EMERGING LANGUAGE STAGE - p. 239 19. CONCLUSIONS - p. 246 20. APPENDIX 7.1 General Communication Assessments for Children Younger Than 3 Years Old - p. 248 21. APPENDIX 7.2 Analyses of Transcript in Box 7.3 - p. 248 22. SEMANTIC RELATIONS EXPRESSED IN MULTIWORD UTTERANCES - p. 248 23. PROPORTION OF MULTIWORD UTTERANCES IN “OTHER” CATEGORY - p. 248 24. PROPORTION OF COMBINATIONS WITH VERBS - p. 248 25. 8. Assessment of Developing Language - p. 250 26. 9. Intervention for Developing Language - p. 290 27. Intervention Policy Issues at the Developing Language Level - p. 291 28. Intervention for Developing Language: Products, Processes, and Contexts - p. 292 29. Intervention Contexts for Children With Developing Language - p. 316 30. Intervention for Older Clients at the Developing Language Level With Severe Impairment and Autism Spectrum Disorder - p. 324 31. Conclusions - p. 333 32. Section 3. Working With Language Learning Disabilities - p. 335.e11 33. Introduction - p. 336 34. 10. Language, Reading, and Learning in School: What the Speech-Language Pathologist Needs to Know - p. 337 35. 11. Assessing Students’ Language for Learning - p. 360 36. Child and Family in the Assessment Process - p. 361 37. Identifying Students for Communication Assessment - p. 361 38. Evaluation for Special Educational Needs - p. 365 39. Considerations for Older, Severely Affected Students at the Language for Learning Stage - p. 398 40. Considerations for Autistic Students at the Language for Learning Stage - p. 400 41. Conclusions - p. 401 42. 12. Intervening at the Language-for-Learning Period - p. 404 43. PLANNING INTERVENTION IN THE LANGUAGE FOR LEARNING STAGE - p. 405 44. INTERVENTION PRODUCTS IN THE LANGUAGE FOR LEARNING PERIOD - p. 410 45. INTERVENTION PROCESSES IN THE LANGUAGE FOR LEARNING PERIOD - p. 414 46. MTSS Tiers of Support - p. 414 47. CONTEXTS OF INTERVENTION - p. 450 48. CONSIDERATIONS FOR OLDER STUDENTS WITH MODERATE TO SEVERE DISABILITIES OR AUTISM - p. 457 49. CONCLUSIONS - p. 462 50. Appendix 12.1 - p. 463 51. 13. Assessing Advanced Language - p. 465 52. LANGUAGE DEVELOPMENT IN ADOLESCENCE - p. 466 53. STUDENT-CENTERED ASSESSMENT - p. 469 54. SCREENING, CASE FINDING, AND ESTABLISHING ELIGIBILITY WITH STANDARDIZED TESTS IN THE ADVANCED LANGUAGE STAGE - p. 470 55. CRITERION-REFERENCED ASSESSMENT AND BEHAVIORAL OBSERVATION IN THE ADVANCED LANGUAGE STAGE - p. 471 56. ASSESSING FUNCTIONAL COMMUNICATION IN STUDENTS WITH SEVERE DISABILITIES TRANSITIONING FROM SCHOOL - p. 497 57. CONCLUSIONS - p. 501 58. Appendix 13.1 A Sample of Language-Screening Instruments, Grades 6 Through 12 - p. 502 59. Appendix 13.2 A Sample of Language Assessment Tools, Grades 6 Through 12 - p. 502 60. Appendix 13.3 - p. 502 61. Appendix 13.4 - p. 502 62. Appendix 13.5 - p. 502 63. Appendix 13.6 Cohesion and Literary-Language Analysis of Charlie’s Written Sample in Figure 13.2 - p. 502 64. Appendix 13.7 Narrative Rubric - p. 502 65. Appendix 13.8 Developmental Rubric—Expository Writing - p. 502 66. Appendix 13.9 Developmental Rubric—Persuasive Writing - p. 502 67. Appendix 13.10 6 + 1 Trait Writing: Scoring Continuum - p. 502 68. Appendix 13.11 Analysis of Crystal’s Writing Sample (Figure 13.7) - p. 502 69. Appendix 13.12 Transition Planning Summary - p. 502 70. 14. Intervention for Advanced Language - p. 504 71. ISSUES IN INTERVENTION AT THE ADVANCED LANGUAGE STAGE - p. 504 72. PRODUCTS OF INTERVENTION IN THE ADVANCED LANGUAGE STAGE - p. 507 73. PROCESSES OF INTERVENTION IN THE ADVANCED LANGUAGE STAGE - p. 507 74. CONTEXTS OF INTERVENTION IN THE ADVANCED LANGUAGE STAGE - p. 540 75. SPECIAL CONSIDERATIONS FOR STUDENTS WITH AUTISM - p. 545 76. TRANSITIONAL INTERVENTION PLANNING - p. 545 77. CONCLUSIONS - p. 548 78. Appendix 14.1 Example of an Individualized Transition Plan Summary Form - p. 549 79. Bibliography - p. 551 80. SUBJECT INDEX - p. 636 81. NAME INDEX - p. 656 82. IBC - p. 671
